|Ministry of Education|
|Minister of Education||Ricardo Cuenca|
|National education budget (2019)|
|Budget||$8.25 billion USD |
|Per student||$779 |
|Primary languages||Spanish, Quechua, Aymara, English|
|Creation of the Ministry||1837|
Education in Peru is under the jurisdiction of the Ministry of Education, which oversees formulating, implementing and supervising the national educational policy.According to the Constitution of Peru, education is compulsory and free in public schools for the initial, primary and secondary levels. It is also free in public universities for students who are unable to pay tuition and have an adequate academic performance.
Throughout Peru's history, the nation's educational structure and quality has remained poor.The ineffectiveness of regulation, corruption and the government's lack of interest in improvements has contributed to the low quality of Peru's educational structure. Peru's lack of higher education accreditation and its reliance on extractivism – with mining not requiring much scientific support – has also been detrimental to universities and research facilities within the nation.
No written or oral records exist of an organized educational system in the pre-Inca cultures. However, the demonstrated level of evolution of these cultures indirectly suggests the existence of an educational system. Each culture developed an ideal way of training people for their own competitive interests and particular specializations. Such training and education could explain the metalwork, ceramics, and textiles that have survived to this day, which were produced with techniques which had been passed down and perfected, and have unfortunately been lost with the conquering of many other cultures.
Formal education according to Inca Garcilaso de la Vega (in his Comentarios Reales de los Incas, Book II, chapter XIX) was founded by Inca Roca, and spread by Pachacútec, the ninth Sapa Inca.
This education was exclusively designed for the royal elite, and later for the sons of conquered chiefs, primarily taught in Cusco.At this level, they were educated to become administrators and leaders. The teachers were Amautas, men well-versed in philosophy and morality. The education was strict and punishment was used. The curriculum was based in mathematics and astronomy, both necessary for an economic system based in agriculture. Learning Quechua was mandatory, more for political than educational reasons. The common people were trained in various occupations and trades necessary for the empire.
In the colony, it was deemed necessary to instruct the conquered people in the doctrines of Roman Catholicism, and transform them into loyal subjects. They began re-educating the native adults and providing instruction to the children and youth, indoctrinating and educating them in the rudiments of European social life to use them to benefit the State. This was called elementary education. However, the native population in general did not have access to formal education, only informal education. The education of the time was predominantly religious, and run by different religious orders and priests.
There also existed a "middle school," where they educated the Creoles, Mestizos, and some wealthy merchants; and "colegio de caciques" (or "college of chiefs"), which was established in 1536 and ran until it was abolished by Simón Bolívar.
More formal education, which was accessible only to those of the aristocratic class, people with political and economic power, taught reading, writing, mathematics, morality and religious classes at various universities in the colony.These included the Universidad Nacional Mayor de San Marcos (founded 1551), San Cristóbal of Huamanga University (founded in 1677) and National University of Saint Anthony the Abbot in Cuzco (founded in 1692).
Following Peru's independence from Spain in 1821, education began to receive attention from the new national government, with José de San Martín establishing the Monitorial System as the main method of education in Peru in 1822. In 1825, Simón Bolívar expanded on the Monitorial system; he ordered the creation of a university in Trujillo, the building normal schools in the capital cities of each Peruvian department and the separation of primary and secondary educations. The 1828 Constitution of Peru promised the establishment of public education, though this was never immediately realized due to a lack of funding and political instability within the country.
The first reform occurred in 1833 when a Department of Elementary Education was established in Lima to oversee primary education in the country. The department instituted multiple changes that included the prohibition of collecting student fees, ending coeducation, excellence bonuses for teachers and school schedules. This reform proved to do little to improve the quality of education in Peru.
President Ramón Castilla performed further modifications to Peru's educational system. In 1850 he established a more centralized role of the education department, separated private schools from private schools and created a more modern educational tier system; primary, secondary and university educational levels. Later in 1855, Castilla created the University Council, imported professors from France and made education for boys and girls identical at primary levels. Finally in 1861, the National University of San Marcos was made the central location for university education in Peru.
The Government of Peru first assumed full responsibility for the education under the José Pardo y Barreda administration. A 1905 law it gave the national government authority over primary education instead of being administrated by municipal governments, established free and compulsory education, reorganized the Department of Elementary Education and provided direct funding to teachers.
Two actions occurred in 1920 to reform education in Peru; the Organic Law of Education moved Peru towards a more developed educational system, pushing for improvements in administration, funding, attendance and quality, and then a constitutional amendment that required a primary and secondary school for each sex for each district and province capital. Twenty years later in 1940, however, a congressional review revealed that only five percent of the reforms enacted in 1920 were being executed and that funding and promotion of the reforms were inadequate, concluding that Peru made no significant improvements in education.
Following the congressional review, another Organic Law of Education was established in 1941. This law provided primary education students studies that were specific to certain populations though had the same core content; students in urban areas received an industrial-focused education while those in rural areas obtained an education based in agriculture. With secondary education, the law provided industry specific studies as well as vocational studies. The law required schools to teach civics, geography, history and religion, all in the Spanish language by a Peruvian citizen. Compulsory education was enacted up to the age of 40, with educators traveling to rural areas to teach indigenous Peruvians courses on animal husbandry, farming and sanitation. At the university level, insitutiitions were granted autonomy from the government while a fixed budget was established in the national budget. The education system established in 1941 lasted in Peru into the 1960s.
A report by the Ministry of Public Education that was presented in Bogota, Colombia at the 1963 Conference of Ministers of Education highlighted multiple problems in Peru's educational structure. The minister shared that poor development hampered funding, illiteracy common, cultural barriers prevents indigenous groups from being educated and that transportation to educational facilities was poor.
In 1972, the National Policy for Bilingual Education came into effect; a monumental step considering the teaching of any indigenous language was previously prohibited.Beginning in the 1980s, many Peruvian families began choosing private over public schools for their children, leading to urban migration for these private schools.
The neoliberal government of authoritarian president Alberto Fujimori used education as a part of his populist platform.In negotiations with the World Bank, Fujimori forcefully advocated for funding to build new schools – which was already supposed to occur – in a strategic effort to establish more political support through tangible projects Peruvians could experience firsthand. The building of new schools occurred primarily in rural areas, where Fujimori built much of his support combatting Shining Path during internal conflict in Peru. In 1996, Fujimori passed laws that encouraged investment in private education, offering tax relief to investors, leading to a further surge in private schooling.
Though Peru constructed new schools and primary education initially benefitted, improvement in education overall remained profoundly poor by the turn of the century.While school construction funding jumped from 1.4% to 15% of the total education budget between 1990 and 1994, spending from the budget per student was the lowest in Latin America. The quality of school construction was also negligent, with multiple schools collapsing or requiring large amounts of repair years later.
Into the 2000s, Peru's emerging middle class and poor families also began to opt for private schooling due to an influx in low-fee private schools.The government of Alejandro Toledo signed into law the "National Agreement" in July 2002 to turn Peru from the Fujimori government's policies, adopting a policy to provide universal access to education to all Peruvians. A report review the agreement released in 2005 found that while enrollment of students increased in Peru, the quality of education remained low.
By the 2010s, studies found that low-fee private schools did not private the quality education of higher cost private schools; low-fee schools are often superficially adapted into education facilities from small private dwellings, hire inexperienced teachers, and lack curriculum planning.Nonetheless, the majority of poor families are excluded from the private educational market. Corruption and bribery are rampant in private school admissions due to lack of government regulation. During the administration of President Ollanta Humala, funding for education increased dramatically.
In 2009, the Programme for International Student Assessment (PISA), created by the Organisation for Economic Co-operation and Development, exam placed Peru last out of nine participating Latin American countries.According to the OECD's 2018 Programme for International Student Assessment (PISA), Peru was ranked low, placing 64th of 77 countries listed. The U.S. News & World Report article 2020Best Countries for Education ranked Peru 59th of 73 countries in education quality.
In 1963, the national government provided 20.70% of its total budget towards education.By 2000 under the Fujimori government, this percentage decreased to 15.25% of the national budget. By 2010, this percentage fell again to a low of 13.55%. Since 2012, funding has continually increased, with the percentage of the national budget spent on education standing at 17.49% in 2019.
|Minimum age (common)||Year||Months||Schools|
|3-4||3 años||N/A||Pre-school||Kinder / Educación inicial|
|4-5||4 años||March - December|
|5-6||5 años||March - December|
|6-7||1° de Primaria||March - December||Primary school / elementary school||Primaria / Educación básica|
|7-8||2° de Primaria||March - December|
|8-9||3° de Primaria||March - December|
|9-10||4° de Primaria||March - December|
|10-11||5° de Primaria||March - December|
|11-12||6° de Primaria||March - December|
|12-13||1° de Secundaria||March - December||Secondary school / high school||Secundaria / Educación secundaria|
Bachillerato Nacional/Bachillerato Internacional (Colegios Privados y COAR)
|13-15||2° de Secundaria||March - December|
|14-16||3° de Secundaria||March - December|
|15-17||4° de Secundaria||March - December|
|16-17||5° de Secundaria||March - December|
|N/A||1st year||1st and 2nd semesters||University - Bachelor's degree / Licentiate||Licenciatura / Educación superior|
|N/A||2nd year||3rd and 4th semesters|
|N/A||3rd year||5th and 6th semesters|
|N/A||4th year||7th and 8th semesters|
|N/A||5th year||9th and 10th semesters|
This education begins from age six, and exists to max out the periods of a child's development in which a child lovely assimilates determined learning. It is important to know how to focus the educational effort for each stage of a child's development to offer the greatest benefit and opportunities. In early education, the child controls his or her own learning with the assistance of internal and external agents which offer optimal conditions for realizing his or her capabilities.
The objective of early education is to promote the development of the child through a rights-based approach with the involvement of the parents (internal agents), people close to the child, educators (external agents), implementing early education centres with strategies based on free play and the role of children.
The student begins in the first cycle, which consists of the first and second grade. The age of the children entering this stage of their education is six years. This level begins at first grade, and ends with sixth grade and is divided, for curricular purposes, into three cycles: cycle one (first and second grade), cycle two (third and fourth grade), and cycle three (fifth and sixth grade); after sixth grade, the student passes on to secondary school. Additionally, there are decision-making systems available for the parents to determine.
Between 1980 and 1988, large reductions in funding towards education in Latin America caused enrollment in primary schools to heavily decline.Because accessibility and student performance in primary school has been historically low, the Ministry of Education has focused on addressing such issues in the last decade. From 2007 to 2015, reading comprehension levels increased by 34% and mathematic scores, 20%. While there has been improvement in student performance, there continues to be an education disparity between children who live in rural areas compared to those who live in urban areas, in which children in more rural areas have reduced academic performance. The education gap between rural and urban areas is maintained throughout secondary school as well.
Of the 93% of children aged between 6 and 11 who attend primary school, 23% are enrolled in grades lower than their age group.This trend is especially prevalent in children whose native language is Quechua or an Amazonian language, as well as children who are extremely poor. There is also an increasing percentage of children that are completing their primary education by the age of 12 and 13. Due to poor educational performance and inadequate learning, at-risk students are more prone to repeat grade levels. By the time these children graduate primary school, they are already at an age where they can enter the job market, so they drop out to work instead of continuing their education. In Latin America, the economic productivity and income of an individual is largely determined by their level of education. This produces positive welfare outcomes and an increase in financial return rate from the individual. Because most individuals in Latin America drop out of school after finishing their primary education, there has been a large investment in educational resources and funding in primary education, where the largest percentage compared to secondary and tertiary school.
Secondary school consists of five years, from first to fifth year. Pupils are taught a wide range of subjects, including Peruvian history, world history, physics, biology, chemistry, computer science, mathematics, English as a foreign language, literature, etc. Students are also taught by multiple teachers, unlike in primary school where they are taught by a single teacher.Grades are based on a system of 0 to 20, where 0 to 11 would be seen as a failing grade.
In 2014, 81.5% of the Peruvian population had attended secondary school.The amount of enrollment in secondary school education continues to increase, but students are experiencing school delay. For example, 13.7% of students aged between 12 and 17 are in a lower grade compared to their age group. The likelihood of this trend is 3.5% higher in males than females. The delay in grade level advancement is in part due to the difficulty in transitioning from learning from a single teacher to learning from multiple teachers. Difficulties can arise from the need to understand different presentation of material or the different expectations different instructors may have.
Higher education in Peru consists of technological colleges, both public and private. They offer courses lasting three years (approximately 3,000 hours of study), graduating with a title as Technical Professionals. Some courses may be four years in length (approximately 4,000 hours of study), and a student would graduate with the title of Professional.
Higher education in the form of universities began in Peru and South America with the establishment of the Pontifical and Royal University of San Marcos in the City of the Kings by the Royal Decree issued by King Carlos V on May 12, 1551. The institute opened as the Sala Capitular del Convento de Santo Domingo in 1553. In 1571, it obtained Papal approval and in 1574 it received the name of National University of San Marcos.
The precursor to the National University of San Marcos, the "Estudio General o Universidad," was established in Cusco by the Dominicans on July 1, 1548. This institution was responsible for teaching evangelists for the new lands, and taught scripture, theology, grammar, and the Quechuan language.
In Peru, non-university education is provided by technological institutions, educational institutions, technical production education centers, and other facilities. These institutions are under the supervision of the Ministry of Education, which is responsible for providing their operating licenses.
Technical vocational trainingis organized into three levels of training that are defined by the functions that can be performed by people during the development of a productive activity according to organizational and technological variables. In this sense, the degrees of training agree with the different qualifying levels of the productive sector.
The Ministry of Education reported in 2017 that about thirty percent of Peruvians at the age of 15 and older accessed university education and that of that percentage, thirty percent spoke Spanish while twenty-one percent spoke an indigenous language.It was also revealed in the 2017 report that while forty-nine percent of Peruvians in urban areas had internet access, only eleven percent of citizens in rural areas had access.
Rural students have a higher likelihood of temporarily or permanently dropping out of school to find work, usually in hazardous mining or construction sites, to provide for their families.Some children may need to travel three hours to get to school, some even have to walk eight hours a day. Teachers in rural area often experience long commutes that cause a delay in classes.
Indigenous students in Peru are at a disadvantage because children learn more if they are taught in their native language. Indigenous languages have historically been suppressed and stigmatized by colonizers in replacement of learning Spanish, which has become the dominant language in schools (and the country).The recent movement to reincorporate indigenous languages has been mostly dominated by wealthy, educated Peruvians. Indigenous parents tend to not want their children to learn their native language in school since Spanish is required for high paying jobs and career opportunities. These parents condemn non-indigenous activists who try to force their own point-of-view on parents to shape perspectives of their own culture. However, defining Spanish as the dominant language in the education system lead to a loss of indigenous cultural identity and feelings of inferiority about indigenous peoples.
By the early 2000s, indigenous and ally groups began to reintroduce discussion about Quechua language rights in schools.The state itself has done little in granting Quechua and Quechua-speakers the rights they deserve. The laws that have been passed have either been undone or are not implemented. Article 17 of the Peruvian constitution states, “The government promotes…bilingual and intercultural education in accordance with the individual characteristics of each zone. It preserves the country’s various cultural and linguistic manifestations. It promotes national integration."
Indigenous students have lower levels of achievement in comparison to their Spanish counterparts. In the four PISA studies Peru has participated in to test learning outcomes in reading, mathematics, and science, ethnicity (as well as socioeconomic status) has been correlated with low academic achievement.Indigenous students are more likely to have to work while undergoing schooling, live in rural areas where quality education is lacking, and face language barriers which negatively impact learning outcomes.
Peru's education quality has remained poor throughout its history.Though the Peruvian government oversees education throughout the nation with the Ministry of Education, regulation is decentralized since authority is passed down to lower branches of the ministry. Teachers in Peru are unmotivated and distressed also by low wages – the lowest of any country in Latin America – lacking of government support, they receiving poor education themselves without regulation and are often overwhelmed by large class size. It has been recommended that Peru improve its funding of public education while also creating a system to evaluate the quality of teaching in schools.
In higher education, a lack of regulation and accreditation has also resulted in poor educational quality.There has also been a lack of interest regarding research in Peru as the nation's economy primarily relies on mining resources – which does not require advanced scientific or technological capabilities – resulting in lower quality universities.
Education in India is primarily provided by public schools and private schools. Under various articles of the Indian Constitution, free and compulsory education is provided as a fundamental right to children aged 6 to 14. The approximate ratio of public schools to private schools in India is 7:5. Major policy initiatives in Indian education are numerous. Up until 1976, education policies and implementation were determined legally by each of India’s constitutional states. The 42nd amendment to the constitution in 1976 made education a ‘concurrent subject’. From this point on the central and state governments shared formal responsibility for funding and administration of education. In a country as large as India, now with 28 states and seven union territories, this means that the potential for variations between states in the policies, plans, programs and initiatives for elementary education is vast. Periodically, national policy frameworks are created to guide states in their creation of state-level programs and policies. State governments and local government bodies manage the majority of primary and upper primary schools and the number of government-managed elementary schools is growing. Simultaneously the number and proportion managed by private bodies is growing. In 2005-6 83.13% of schools offering elementary education were managed by government and 16.86% of schools were under private management. Of those schools managed privately, one third are ‘aided’ and two thirds are ‘unaided’. Enrolment in Grades 1-8 is shared between government and privately managed schools in the ratio 73:27. However in rural areas this ratio is higher (80:20) and in urban areas much lower (36:66).
State schools or public schools are generally primary or secondary schools that educate all children without charge. They are funded in whole or in part by taxation. State funded schools exist in virtually every country of the world, there are significant variations in their structure and educational programmes. State education generally encompasses primary and secondary education. <--Use USCED stages for more clarity -->
Education in Indonesia falls under the responsibility of the Ministry of Education and Culture and the Ministry of Religious Affairs. In Indonesia, all citizens must undertake twelve years of compulsory education which consists of six years at elementary level and three each at middle and high school levels. Islamic schools are under the responsibility of the Ministry of Religious Affairs.
Cameroon is a Central African nation on the Gulf of Guinea. Bantu speakers were among the first groups to settle Cameroon, followed by the Muslim Fulani until German domination in 1884. After World War I, the French took over 80% of the area, and the British 20%. After World War II, self-government was granted, and in 1972, a unitary republic was formed out of East and West Cameroon. Until 1976 there were two separate education systems, French and English, which did not merge seamlessly. English is now considered the primary language of instruction. Local languages are generally not taught as there are too many, and choosing between them would raise further issues.
The system of education in Uganda has a structure of 7 years of primary education, 6 years of secondary education, and 3 to 5 years of post-secondary education, according to UgStandard, a Ugandan education news website The government of Uganda recognizes education as a basic human right and continues to strive to provide free primary education to all children in the country. However, issues with funding, teacher training, rural populations, and inadequate facilities continue to hinder the progress of educational development in Uganda. Girls in Uganda are disproportionately discriminated against in terms of education; they face harsher barriers when trying to gain an education and it has left the female population disenfranchised, despite government efforts to close the gap.
Education in Bangladesh is overseen by the country's Ministry of Education. The Ministry of Primary and Mass Education is responsible for implementing policy for primary education and state-funded schools at a local level. In Bangladesh, all citizens must undertake twelve years of compulsory education which consists of eight years at primary school level and four years at high school level. Primary and secondary education is financed by the state and free of charge in public schools.
Education in Kenya refers to the education system in Kenya.
With a growing population, Syria has a good basic education system. Since 2000 the Government of Syria has significantly increased the expenditure on education 1 to 6. In 2002, elementary and primary education were combined into one basic education stage and education was made compulsory and free from grades 1 to 9.
Education in Bulgaria is overseen by the Ministry of Education and Science. Since 2012, compulsory education includes two years of preschool education, before children start primary school. Education is compulsory until age of 16. Education at state-owned schools is free of charge, except for the higher education schools, colleges and universities.
Education in Mauritius is managed by the Ministry of Education & Human Resources, which controls the development and administration of state schools funded by government, but also has an advisory and supervisory role in respect of private schools. The Tertiary education is maintained by the Ministry of Tertiary Education, Science, Research and Technology. The government of Mauritius provides free education to its citizens from pre-primary to tertiary levels. Since July 2005, the government also introduced free transport for all students. Schooling is compulsory up to the age of 16. Mauritian students consistently rank top in the world each year for the Cambridge International O Level, International A and AS level examinations.
Education in Tanzania is provided by both the public and private sectors, starting with pre-primary education, followed by primary, secondary ordinary, secondary advanced, and ideally, university level education. Free and accessible education is a human right in Tanzania. The Tanzanian government began to emphasize the importance of education shortly after its independence in 1961. Curriculum is standardized by level, and it is the basis for the national examinations. Achievement levels are important, yet there are various causes of children not receiving the education that they need, including the need to help families with work, poor accessibility, and a variety of learning disabilities. While there is a lack of resources for special needs education, Tanzania has committed to inclusive education and attention on disadvantaged learners, as pointed out in the 2006 Education Sector Review AIDE-MEMORE. The government's National Strategy for Growth and Reduction of Poverty in 2005 heavily emphasized on education and literacy.
Lower education in Zambia is divided into three levels; primary, junior secondary and upper secondary. Higher education in Zambia has improved in the recent years due to the increase of private universities and colleges. The biggest university is the public University of Zambia which is located in the capital Lusaka. Then there are many other smaller universities, some public others private including Texila American University, Copperbelt University, Zambia Open University, European University Zambia Zambia Catholic University, Cavendish University, Zambia Adventist University, Northrise University, University of Lusaka, Lusaka Apex Medical University, Woodlands University College, Copperstone University College, University of Barotseland, University of Africa, Information and Communication University, Mulungushi University, Kwame Nkrumah University of Education and there are various Health training Institutes offering Diplomas in clinical medicine, Registered Nursing
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Constitution of Cambodia establishes that the state shall protect and upgrade citizen's rights to quality education at all levels, guaranteeing that all citizens have equal opportunity to earn a living. The state shall adopt an education program "according to the principle of modern pedagogy including technology and foreign languages," as well as the state controls public and private schools and classrooms at all levels. The Cambodian education system includes pre-school, primary, general secondary, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
The Government of Yemen has made the development of education system its top priority. The share of the budget dedicated to education has remained high during the past decade, averaging between 14 and 20% of the total government expenditure and as of 2000 it is 32.8 percent. The education expenditure is 9.6 percent of GDP for the year 2001 as seen in the chart below. In the strategic vision for the next 25 years since 2000,the government has committed to bring significant changes in the education system, thereby reducing illiteracy to less than 10% by 2025. Although Yemen's government provides for universal, compulsory, free education for children ages six through 15, the more U.S. Department of State reports that compulsory attendance is not enforced. The country ranked 150 out of 177 in the 2006 Human Development Index and 121 out of 140 countries in the Gender Development Index (2006). In 2005, 81 percent of Yemen's school-age population was enrolled in primary school; enrollment of the female population was 74 percent. Then in 2005, about 46 percent of the school-age population was enrolled in secondary school, including only 30 percent of eligible females. The country is still struggling to provide the requisite infrastructure. School facilities and educational materials are of poor quality, classrooms are too few in number, and the teaching faculty is inadequate.
Education in Ethiopia had been dominated by the Ethiopian Orthodox Church for many centuries until secular education was adopted in the early 1900s. Prior to 1974, Ethiopia had an estimated illiteracy rate well above 90% and compared poorly with the rest of Africa in the provision of schools and universities. After the Ethiopian Revolution, emphasis was placed on increasing literacy in rural areas. Practical subjects were stressed, as was the teaching of socialism. By 2015, the literacy rate had increased to 49.1%, still poor compared to most of the rest of Africa.
Education in Zimbabwe is under the jurisdiction of the of Primary and Secondary Education for primary and secondary education and the Ministry of Higher and Tertiary Education, Science and Technology Development for higher education. Both are regulated by the Cabinet of Zimbabwe. The education system in Zimbabwe encompasses 13 years of primary and secondary school and runs from January to December. The school year is a total of 40 weeks with three terms and a month break in-between each term.
Education in Mali is considered a fundamental right of Malians. For most of Mali's history, the government split primary education into two cycles which allowed Malian students to take examinations to gain admission to secondary, tertiary, or higher education. Mali has recently seen large increases in school enrollment due to educational reforms.
Education in Guatemala is free and compulsory for six years. Guatemala has a five-tier system of education starting with primary school, followed by secondary school and tertiary education, depending on the level of technical training. 74.5% of the population age 15 and over is literate, the lowest literacy rate in Central America. The official language of instruction is Spanish as mandated by the Education Law in 1965 when Spanish became the official language of Guatemala.
There have been major strides with Education in Equatorial Guinea over the past ten years, although there is still room for improvement. Education in Equatorial Guinea is overseen by the Ministry of Education and Science (MEC). Split into four levels, preschool, primary, secondary, and higher education, the Equatorial Guinea's educational system only deems preschool and primary school mandatory. Education in Equatorial Guinea is free and compulsory until the age of 14. Although it has a high GNI per capita, which, as of 2018, was 18,170 international dollars, its educational outcomes fall behind those of the rest of West and Central Africa. In 1993, the gross primary enrollment rate was 149.7 percent, and the net primary enrollment rate was 83.4 percent. Late entry into the school system and high dropout rates are common, and girls are more likely than boys to drop out of school. As of 2015, the net enrollment rates for each education level are as follows: 42 percent for preschool, between 60 percent and 86 percent for primary school, and 43.6 percent for secondary school. UNESCO has cited several issues with the current educational system, including poor nutrition, low quality of teachers, and lack of adequate facilities.
Intercultural bilingual education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.